The Doorbell Rang, by Pat Hutchins

Materials

  • Cookie page cut out
  • A small box of cookies, enough for 1-2 per child
  • small drinking cups and spoons for mixing
  • Large zip-lock of cornstarch, flour, salt, dirt, sand, etc.
  • Small pitcher of water

Vocabulary

  • Tea (a hot drink that people like with cookies)
  • Starving (really, really hungry)
  • Enormous (really, really big-huge)
  •  Fair (to do according to the being nice rules)

Before Reading the Story

Ask the children if they have ever helped their parent to bake. What did they help to bake? Do they remember the steps that they took? Give the children a moment to talk about any experience they may have had and then tell them that you are all going to make pretend cookies. Have the children act out the following; Get your bowl and place it in your lap. Pour in 2 cups of flour. Break in 4 eggs. Stir your batter. Add a little milk and stir some more. Tell the children if they want chocolate chip cookies, now would be the time to pour them in. Stir your pretend batter one more time and then scoop from the bowl how many children you have today (ie 17). Pretend to put the cookies in the oven, remind the children to be safe as the oven is hot. While your pretend cookies are baking, sing C is For Cookie. https://www.youtube.com/watch?v=Ye8mB6VsUHw. Can the children think of other words that start with C? Sing about several other items also. Now tell the children that the cookies are done, can you smell them? They smell delicious. Have the children pretend to take them out of the oven and eat one. What kind of cookie did each child make? Ask them to share one with their neighbor. Remind them to thank each other for sharing their yummy pretend cookies with each other.

Creative Arts/Dramatic Play;participates in a variety of dramatic play activities that become more extended and complex.

Reading the Story

                  Each time you say “No one makes cookies like Grandma” have the children make a doorbell sound (ding-dong).  When you get to the page where each child has only one cookie on their plate and the doorbell rings, ask the children why everyone was looking at the door but not answering it.

Language/Listening & Understanding; demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems. And Approaches to Learning/Reasoning & Problem-Solving; develops increasing abilities to classify, compare, and contrast objects, events, and experiences.

After Reading the Story

                  Talk to the children about sharing.  Bring in a box of real cookies and divide them equally among the children.  Break some in half if you have to make sure everyone gets the same amount.  Talk about being fair and even.  Give some examples of when children have done something fair.  (Roger was being really fair at breakfast when he only filled his juice cup to the line so that there would be some for the next person.  Kerry was fair when she let Tammie in line because Tammie’s name was called first.

Social & Emotional Development/Social Relationships; shows progress in developing friendships with peers. AND Mathematics/Number & Operations; begins to use one-to-one correspondence in counting objects and matching groups of objects.

Discovery

Cover the science table with newspaper. Put out the small cups and spoons. Show the children how to scoop a small amount of flour, etc. into their cup and add abit of water. Stir it around. What happens to the flour? Try adding a bit of water to a variety of substances. Do they become sticky, runny, thick? Let the children play with mixing different substances for different results. Pretend that you are mixing cookie doughs.

Science/Scientific Skills & Methods; develops increased ability to observe and discuss common properties, differences, and comparisons among objects and materials.

Music and Movement;

                  Play Count and Shout with the children.  Call out an action command and a number.  The children then must do the action while counting.  (Hop on both feet three times! 1-2-3. Flap your arms like a bird 5 times!  Jump like a frog 3 times!  Clap your hands 4 times!  Lift your knees 6 times!)

Mathematics/Number & Operations; begins to use one-to-one correspondence in counting objects and matching groups of objects.

Use 5 of your Chocolate Cookie cut-outs to do the following poem. Have the children act out.

Five Chocolate Chip Cookies

Five chocolate chip cookies, which I adore,

In came my mother, and then there were four.

Four chocolate chip cookies, that’s plenty for me,

Oh!  Here comes my father, now there’s just three.

Three chocolate chip cookies, they’ll have to do,

Oh no!  Here comes my brother, now there’s just two!

Two chocolate chip cookies, I better grab and run!

Too late! Sister is here and now there’s just one.

One little chocolate chip cookie, well its better than none.

I’ll take tiny little nibbles, that will be more fun!

Yum, yum

            Play, Who Stole the Cookies from the Cookie Jar?

Who stole the cookies from the cookie jar?

(Name a child) stole the cookies from the cookie jar.

Who me?  Yes you.  Couldn’t be.

Then who stole the cookies form the cookie jar?

(Name another child) stole the cookies from the cookie jar.

Who me?  Yes you.  Couldn’t be.

Then who……..

Language Development/Listening & Understanding; demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.

Blocks

                  As the children build with blocks today, ask them to add one more, three more, zero more blocks to their building.  Watch to see if they know how many objects make up a number.

Mathematics/Number & Operations; develops increases abilities to combine, separate and name “how many” concrete objects.

Art

                  Tell the children that you are going to pretend to make sugar cookies. Cut out 6 inch circles from poster board or heavy construction paper. Give the children light brown paint with salt mixed in and have them paint their cookie shapes. Ask the children what they think the salt is doing to the paint? As the paint dries, the salt will sparkle.

Science/Scientific Knowledge; shows increased awareness and beginning understanding of changes in materials and cause-effect relationships.

Library and Writing

                  Make your own The Doorbell Rang book.  Ask each child to draw a picture of someone, or something, inside the door frame paper.  Attach a door to the front of each child’s page and the words Ding-Dong.  Put all the pages together into a classroom book. As you read it, say DIng-Dong and then open the door and tell who, what is there. (Ding-Dong, Alicia was at the door. Come on in! Ding-Dong, an elephant was a the door. Come on in!).

Literacy/Early Writing;begins to represent stories and experiences through pictures, dictations, and in play.

Sand and Water

Fill your table up with warm water and soap today. Explain that after one bakes, one must wash the dishes. Add some play dishes, bowls, and spoons.

Physical Health & Development/Health Status & practices; builds awareness and ability to follow basic health and safety rules such as fire safety, traffic and pedestrian safety, and responding appropriately to potentially harmful objects, substances, and activities.

Dramatic Play

Ask the children if they can remember what the mom was doing in the story (mopping the floor)? If you have access to a child’s sized mop, let the children try their hand at this chore. Also small brooms for sweeping.

Approaches to Learning/Initiative & Curiosity; chooses to participate in an increasing variety of tasks and activities.

Math and Manipulatives

                  Encourage the children to use materials and divide them equally among themselves.  Card games are good for this as you must go around the circle, one for you, one for you, one for you, and one for me.  One for you, one for you, one for you, and one for me.

Mathematics/Number & Operations; begins to use one-to-one correspondence in counting objects and matching groups of objects.

Outdoor Play

                  Add a little water to the dirt and let the children make mud cookies.  Let them use old cookie sheets or trays to put them on.  They can use natural materials to decorate their cookies.

Creative Arts/Dramatic Play; shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations.

Transitions

                  Talk to the children about what it means to have more, less, or equal amounts.  Ask the children to each grab a handful of a manipulative (unifix, chains, bears).  Have them count the number of manipulatives they were able to pick up with one hand.  Ask the first child if they or the person beside them has more.  Whoever has more may move to the next activity.  Next ask a child who has less, themselves or the person beside them.  Whoever has less may go to the next activity.  If both children have an equal amount, they may both go.  Continue until everyone has moved to the next activity.

Mathematics/Number & Operations; begins to use language to compare numbers of objects with terms such as more, less, greater than, fewer, equal to.

Resources

The Enormous Turnip, by Alexei Tolstoy

            In this story a farmer plants a turnip and asks it to grow sweet and strong.  The turnip does grow, and grow, and grow into an enormous turnip!  It takes the farmer the help of his family and friends to get the turnip out of the ground.

Materials

  • Masks of farmer/wife/daughter/dog/cat/mouse
  • A turnip
  • Fingernail scrub brushes or rags

Vocabulary

  • Enormous (Really, really big)
  • Turnip ( a kind of vegetable that grows under the ground)
  • Cooperation (when you need help to do something that is too big to do by yourself)

Before Reading the Story

Before hand, put your real turnip into a bag so the children can not see it.  Bring all your plastic foods to the rug and also 2 baskets.  One labeled Vegetables and the other labeled Not a vegetable.  Tell the children that your story today is about a vegetable.  Hold up the bag (with the turnip)  and ask the children if they can guess what vegetable you have in the bag.  After they are through guessing, or if someone guesses it, pull the turnip out of the bag.  Let the children each pick a plastic food and sort your plastic foods by vegetable-not vegetable.  Do the children know which are grown underground?

Mathematics/Patterns & Measurement; shows increasing abilities in matching, sorting, putting in series, and grouping objects according to one or two attributes such as shape or size.

Reading the Story

            Emphasized the word pulled making a face that looks like you are using all your strength.  Encourage the children to pretend to pull on each page.

Language Development/Listening & Understanding; demonstrates increasing ability to attend ti and and understands conversations, stories, songs, and poems.

After Reading the Story

            After reading the story, talk to the children about ways that they might help out/cooperate around their home.  Praise them for being good helpers.  Ask them if they can think of a time that someone helped them to do something. (Remember yesterday when Roger helped me wash the paint brushes, when my dog ran away the man caught the leash).  Remind the children that when people help them that they should always tell them thank you.  Thank you lets people know that you appreciate that they helped you.

Social & Emotional Development/Social Relationships; progress in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy and caring for others.

Discovery

            Bring the real turnip to the table and a large turnip that you have drawn on paper.  Ask the children to describe the turnip and write their responses on the paper turnip.  After they have described the outside of the turnip, cut it open and continue to have the children describe the turnip.  What does it look like, smell like, feel like.  Finally let the children taste a tiny piece of the raw turnip.  Graph those who liked the turnip and those who did not.

Science/Scientific Skills & Methods; begins to use senses and a variety of tools and simple measuring devices ti gather information. investigate materials, and observe processes and relationships.

Music and Movement

            Sing Where Oh Where Are All The Children to the tune of Paw Paw Patch. https://www.youtube.com/watch?v=GTLX0dkRV4w As the children sing have them act out how to harvest the produce.

Where oh where are all the children,

Where oh where are all the children,

Where oh where are all the children,

Way down yonder in the turnip field.

Pulling turnips, put them in the basket

Pulling turnips, put them in the basket.

Pulling turnips put them in the basket,

Way down yonder in the turnip field.

(Let the children sing about other vegetables)

Creative Arts/Music; participates with increasing interest and enjoyment in a variety of music activities, including listening, singing, finger plays, games, and performances.

Blocks

            Have the children sort the blocks according to size.  Which block is the smallest in the center?  Which block is the largest in the center?

Mathematics/Patterns & Measurements; shows increasing abilities to match, sort, put in series, and regroup objects according to one or two attributes such as shape or size.

Art

            Cut out many circles, squares and triangles in small, medium, and large sizes.  Put these out on the table for the children to collage as they choose.

Mathematics/Geometry & Spatial Sense; begins to be able to determine whether or not two shapes are the same size and the same shape.

Library and Writing

            Turnip starts with the letter T.  Have the children think of T words.  Write them down.  Farmer starts with the letter F.  Have the children think of F words.  Mouse starts with the letter M.  Count the words under each letter, which has the most?  Which has the least?  Can the children think of any more letters so that they all have the same amount?

Literacy/Phonological Awareness; shows growing awareness of beginning and ending sounds of words. AND Mathematics/Number & Operations; begins to use language to compare numbers of objects with terms such as more, less, greater than, fewer, and equal to.

Sand and Water

            Put the vegetables in the water today with fingernail scrub brushes.  This is the way we wash the turnip, wash the turnip, and wash the turnip.  This is the way we was the turnip to get it nice and clean.

Approaches to Learning/Initiative & Curiosity; chooses to participate in an increasing variety of tasks and activities.

Dramatic play

            This is a fun story to act out. Make the masks and attach to a sentence strip for the children to wear. Encourage them to act out in the dramatic play center.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.

Math and Manipulatives

            Have like items in various sizes for the children to sort by smallest, bigger, biggest.  (bear counters, toy cars, scraps of paper)

Mathematics/Geometry & Spatial Sense; begins to be able to determine whether or not two shapes are the same size and the same shape.

Outdoor Play

            In the story the characters pulled and pulled.  Ask the children if they can find things to pull. (a wagon, a jump rope, a piece of equipment across the yard)

Language Development/Speaking & Communicating; uses an increasingly complex and varied spoken language. AND Approaches to Learning/Reasoning & Problem Solving; develops an increasing ability to find more than one solution to a question, task, or problem.

Transitions

            Ask the children to name a vegetable, name a fruit, name something that you eat that is orange, name something that you eat that is hard, etc.

Approaches to Learning/Reasoning & Problem Solving; develops an increasing ability to find more than one solution to a question, task, or problem.

Resources

Circle Art

Little Blue Truck Leads the Way, by Alice Schertle

Little Blue truck is bringing lettuce into the city.  The city is big and moves quickly.  In this story Little Blue Truck saves a  rush hour nightmare and gets the lettuce delivered to the people.

Materials

  • Several small paper plates
  • 5-8 Matchbox or other smaller type car
  • Rhyming word cards
  • Night and day cards
  • Truck Picture
  • Several dish towels or old bath towels

 Vocabulary

  • Wrangle-to argue
  • Transportation-a way to get from here to there

Before Reading the Story

Tell the children that your story today is about a truck that is going to the city. Explain that a truck is a kind of transportation. Ask the children to think of all the different kinds of transportation that they can. Write them on a sheet of paper and hang it on the wall.

Language Development/Listening & Understanding;understands an increasingly complex and varied vocabulary.  AND Mathematics/Patterns & Measurement; Begins to make comparisons among several objects based on a single attribute.

 Reading the Story

On the first page with words (Horn went Beep) read the sign City Limits to the children and ask them if they can tell what time of day it is. Point out the stars; the auto lights, the city lights, and skunks are generally nocturnal. When you get to the page with the double decker bus, stop and ask the children how it makes them feel (I think he’s mad! It looks mean. It’s got frowny teeth.). On the page with the traffic jam and everybody starts to shout and wrangle, ask the children what they think is going to happen. On the page where the mayor is handing out the boxes of lettuce, ask the children if they know why the truck was in the city (it is delivering lettuce from the farm to the store)

Science/Scientific Knowledge; expands knowledge of and abilities to observe, describe, and discuss the natural world, materials, living things, and natural processes.  AND Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.

 After Reading the Story

Turn to the page where there is the traffic jam and all the vehicles are in a tangle. Ask the children if they can remember what the faces of the many cars and trucks looked like (frowns, anger, mean). If not flip back a page or two so the children can see the vehicle faces. Ask them why they think the vehicles all looked so angry (they were stuck in traffic and nobody can move). Ask has this ever happened to you? Now ask who can remember how the problem was fixed (they all took turns, they cooperated). Give some examples of how the children have taken turns recently or cooperated with each other to get a job done (Remember when everybody clogged the drinking fountain yesterday? We had to get in line and take turns. This morning when Clarissa came to school, she waited until Lee hung his coat up before she tried to get past him). Remind the children that we take turns and cooperate with each other to stay safe and so everybody can have fun at school. This conversation has lead to discussing bullying in the classroom. If your class goes in this direction, allow them to talk about it without naming names. “I hear it makes you mad when someone pushes you out of the way”. “I hear it upsets you when another child takes a toy away from you”. If your discussion goes in this direction, make sure to let the children know that they can ask you or any other adult for help.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.  AND Social & Emotional Development/Cooperation; shows increasing abilities to use compromise and discussion in working, playing, and resolving conflicts with peers.

Discovery

Have the children sort the day and night cards.

Mathematics/Patterns & Measurement; Begins to make comparisons among several objects based on a single attribute.

Music and Movement

Put on music that is both fast and slow and let the children dance to it. There is a fun song called Freeze by Greg and Steve (available on YouTube).

Creative Arts/Movement; shows growth in moving in time to different patterns of beat and rhythm in music.

In the story the marching band joined the parade. Give the children instruments and have your own parade around the classroom. Can the children play their instruments very fast? Very slow? Over their heads? Behind their backs? While walking on tip toe? While sliding side to side?

 Creative Arts/Music; experiments with a variety of musical instruments.

Blocks

Challenge the children to make a city out of blocks. If you have a road map, put it onto the floor and encourage the children to make city skyscrapers along it. If you do not have a road, use a piece of chalk or masking tape to mark out several roads on the floor for the children to build around.

Approaches to Learning/Engagement & Persistence; grows in abilities to persist in and complete a variety of tasks, activities, projects, and experiences.  AND Physical Health & Development/Fine Motor Skills; grows in hand-eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads, and using scissors.

 Art

Let the children paint with small cars today. Put out large sheets of construction paper and plates of paint in various colors. Put a small car (matchbox) in each color of paint. The children drive the car through the paint and then onto their picture.  While they are painting, talk to them about where they might be driving their car and about auto safety rules.

Social & Emotional Development/Knowledge of Families & Communities; begins to express and understand concepts and language of geography in the contexts of the classroom, home, and community.  AND Physical Health & Development/Health Status & Practices; builds awareness and ability to follow basic health and safety rules such as fire safety, traffic and pedestrian safety, and responding appropriately to potentially harmful objects, substances, and activities.

Sand and Water

Put baby dolls in with water today.  Add several towels for the children to dry the babies after they give them a bath.

Creative Arts/Dramatic Play; participates in a variety of dramatic play activities that become more extended and complex.

Library and Writing

Put out many non-fiction books about transportation that you might have.

Literacy/Book Knowledge & Appreciation; shows growing interest in reading related activities; such as having a favorite story read; choosing to look at books; drawing pictures based on stories; asking to take books home; going to the library; and engaging in pretend reading with other children.

Remind the children that in the story that there were many rhyming words, read a page or two to the children so they can hear the rhyming. Put out rhyming word cards for the children to sort and match.

Literacy/Phonological Awareness; progresses in recognizing matching sounds and rhymes in familiar words, games, songs, stories, and poems.

 Dramatic Play

Put out some props that the children can use to pretend to fix cars and trucks. A chair can become a car and a box as a toolbox with some of the following items inside; flashlight, rag, screwdriver, old keys, gloves, an air pump, and a wrench.

Social & Emotional Development/Knowledge of Families & Communities; develops growing awareness of jobs and what is required to perform them.

 Math and Manipulatives

Give each child a little blue truck picture. They can color it and then cut out pictures of things that they would like to deliver to the school. This works well if you give the children old school supplies catalogs. It’s fun to see what things the children would like to deliver to the school.

Physical Health & Development/Fine Motor Skills; develops growing strength, dexterity, and control needed to use tools such as scissors, paper punch, stapler, and hammer.

Outdoor Play

Play Follow the Leader. As you lead the children around the playground doing various gross motors, find places where you can have a traffic jam. At this point have another become the leader and everybody follow them about. When you are ready for a new leader, find a crowded place and have another traffic jam. (On my playground there are several trees near the fence. If everybody tries to get around and beside these trees, it gets very crowded).

Social & Emotional Development/Cooperation; develops increasing abilities to give and take in interactions; to take turns in games and using materials; and to interact with others without being overly submissive or directive.

Transitions

As the children line up, ask the first child to step into line. Ask the next child to get first in line. Ask the next child to get last in line. Ask the next child to get first in line, etc. until all the children are lined up by being called to go either first or last.

Mathematics/Geometry & Spatial Sense; builds an increasing understanding of directionality, order, and positions of objects, and words such as up, down, over, under, top, bottom, inside, outside, in front, behind.

 Dear Parent, today we read a story where everybody was in a hurry and became angry. Remember that there are times when it is healthy to slow down and take your time. When everybody works together, it all works out better in the end.

Resources

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